Microteaching experience was sufficient to train graduate education students to a significant level of competency. However, once they moved into a regular student teaching setting, their exhibition of the original target skills was dependent upon intervention by their cooperating teachers. (Author/MV)

Workshops on effective teaching were attended by three groups of junior high school teachers: those who received no extra activities, those who participated in peer observations, and those who received coaching from the trainer. Behavior change and attitudes were assessed. Peer observation appeared to be more effective than coaching in boosting…